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Modern Trends In Education: 50 Different Approaches To Learning

What if a class consisted of words that led to information that whirled into blended realms of creativity set up just for students, created by students?

contributed by Lisa Chesser and updated by TeachThought Staff

Education sprouts in many forms.

Our views of what it should look like and how it should materialize depend on our value of it and our experience with it.

What if a class consisted of words that led to information that whirled into blended realms of creativity set up just for students, created by students? The students then dictated what they learned instead of reluctantly ingesting information and standards imposed upon them.

That exists here and now. In every nook and cranny, around every corner, inside every well-engineered lesson, students might just learn what they want to learn and actually find success while improving the world around them.

Take a tour of 50 different views of education that somehow find a similar note: Education is changing and there may certain things every classroom should have .

1. Ground Up Diversity

The late Sir Ken Robinson  campaigned for changing education through talks, writing, advising, and teaching. He believes education must change because it’s a stale environment in which most students don’t really learn what they should or want to learn. How that happens makes all the difference—from the ground up. People, students, and teachers create the change, not the administrators or the executives.

2. Social Networking

With social networking growing to the point that Technorati last tracked about 70 million updated blogs, using social networking to teach any subject and catapult students into a realm other than stagnant learning means blending the traditional education with modern communication. Many educators believe this is the route to engaging students in learning all the basic skills they need.

3. Competency-Based Learning

Competency-based learning is an approach to education that focuses on the student’s demonstration of desired learning outcomes.

4. Underground Education

According to John Taylor Gatto, teachers should choose the real world over the classroom. Students don’t learn to live or survive in a classroom. They learn to survive in the real world so the concept of underground education challenges educators in any walk of life to give students the tools with which to live and breathe in the world around them. If the lesson must be taught, then teach it thinking of who they might become.

5. Navdanya

Dr. Vadana Shiva’s mission lives and breathes in  Navdanya , an organization that promotes self-reliance and earth democracy. The leaders of the organization are women who find strength in women’s movements and give women a voice. Earth democracy developed from the idea of seed saving helping local communities become self-reliant.

6. Self-Directed Learning

Read here for more on Self-Directed Learning .

7. Social Status

Even more significant to learning than being an asset, social status plays an underlying role in the education of a small or large group of people whether it’s an entire country’s agenda or certain sections or communities within that country. In other words, if that community puts importance on education as a social benefit, students and people in that community will strive to achieve it in order to raise their status in the community.

8. Lesson Study

Originating in Japan, lesson study applies to style of teaching. Conceptually, lesson study promotes the idea that teachers constantly improve and change their style of teaching based on students’ performance and reaction to it. It sounds like what we already do but not exactly. Collaboration between teachers is paramount and so is change. Combining these two factors with constant change means students never stop learning.

9. Constructive Struggling

Another  Japanese form of teaching  is to allow students to struggle through a lesson with guidance from their teacher. In other words, the student shouldn’t be embarrassed about failing the first time around, not even the second or third time. The instructor should actually encourage students to learn from that failure.

10. School in the Clouds

After experimenting with a computer in a wall where poor children basically found a way to learn without a teacher, Sugata Mitra won the Ted Prize of $1 million in 2013. He wrote an ebook named Beyond the Hole in the Wall offering an ideal for education based on a very real premise that students learn no matter what social status or economic background. They simply need the tools with which to do so.

11. Problem-Based Learning

In regards to tertiary education, problem-based learning is gaining popularity in Australia. Students are given a real-world problem then they work together to find a solution to this. In Australia, nursing programs have begun to embrace this style of teaching and learning because it challenges the students to work as if they’re dealing with real problems they’ll encounter in the workplace. Teachers find it invaluable because students learn more with this method.

12. Learning with Technologies

Another view found around the world surrounds the use of technologies as a key to students improving their learning and ‘marketability.’ Within the realm of technologies, teachers encourage students to innovate, bringing them full-circle into the 21st-century where visibility and adaptability rule.

13. Constructivist Learning

According to Dimitrios Thanasoulas of Greece with relation to philosopher Giambattista Vico, humans only understand what they construct. This concept runs on the idea that students create their own learning environments, actively participating in the knowledge they ingest. Creating your own learning involves making mistakes with no preset agenda in place. Constructive learning is not stable so many educational systems reject it.

14. International Objectives

Many countries are creating a climate conducive to international students’ interests and desires. In 2010, $7.7 billion was spent on tuition by international students in Canada. Countries that give attention to international students find economic benefits in both education and employment.

15. Asynchronous Learning Hubs

Whether through videos, cohorts, online courses, playlists, live streaming, or other approaches, the future of learning will likely be at least partly asynchronous.

16. Competency-Based Education

Competency-based education  says that regardless of the length of time it takes for a student to complete a course, the student completes it based on what they know already. The only factor in determining how or when the student completes the course is the mastery of knowledge within the subject.

17. Adaptive Learning Platforms

IXL , for example.

18. Degree Qualifications

The Lumina Foundation  argues that degree programs need to set benchmarks for students that prepare them for an ever-changing workplace. These degrees then aren’t simply meant for study but give students goals and skills that will help them find and maintain jobs once they enter the workforce.

19. Place-Based Learning

Place-Based Education “immerses students in local heritage, cultures, landscapes, opportunities, and experiences, uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum, and emphasizes learning through participation in service projects for the local school and/or community.” (citation needed)

20. Disrupting Innovation

Some see online education as a disruptive process in the clean line that traditional education has managed to stronghold, which links to Herbert Stein’s law in the sense that online education is putting an end to this stronghold. Americans see this as a crisis because of the unemployment rate and the competition from China and India. In response, disruptive innovation means the expense and elitism of education is changing to provide an affordable alternative.

21. Open Innovation

Open innovation promotes the idea of competition. In the business world this means opening up platforms for companies in the form of contests. In higher education, this means bringing together various institutions for competitions locally and globally. It means not confining it to only a select few but opening up to as many contestants as possible.

22. Focus On Teacher Quality

Another view and criticism of education puts the success or the blame on the teachers’ low salary. Respect for the teaching profession is crucial to the process of growing high-quality teachers. Finnish educator Pasi Sahlberg believes that educators should be paid more and for good reason. In Finland, receiving placement in a master’s program for teachers is harder than getting a law or medical degree.

23. Finnish Education

Instead of focusing on meeting standards and racing to the top, Finland focuses on providing quality education to everyone. Contrary to many of the other views in this list, Finland doesn’t believe in competition or even giving grades until fifth grade. The system also doesn’t believe in punitive measures but encourages trust and equality.

24. Social Support Strategy

Organizations such as The Adolescent Girls’ Advocacy and Leadership Initiative (AGALI) use social support strategy to ensure young women learn about themselves beyond social norms. Realizing that the institutionalization of education can only go so far, these organizations provide education in other, far-reaching ways that give people a sense of confidence and self-worth necessary to finding success in life.

25. Change Agents

Elevating the teacher as the key to changing the groaning educational system, change agents are teachers who not only embrace the notion of change but simply make change happen. They don’t wait for a law to pass or a standard to take effect, they just take the initiative to ensure students learn no matter what the circumstances or limitations.

26. Common Core Change

In the United States, the implementation of common core standards is meant to support higher education, which has reported a lower standard in educational abilities than in years before. It’s also meant to challenge students more by forcing education to enter the 21st century with more student-driven learning.

27. Start-up Education

Start-ups and education are slowly finding each other and attempting to link up with one another. The only problem is that bureaucracy in education creates slow change. But, when that change does occur, fast change and innovation give students and educators an ecosystem in which to thrive and learn.

28. Mobile Education

We move as a global society so that where ever we go, we carry our smartphones with us. Between conversations, we look down and tap away at whatever our minds fancy necessary or entertaining. So education, at least in the most cognizant facets, says it will be there too. It will walk with us on our journeys, our whims, our detours, and our desires. If we take our laptops around the world, education will walk with us according to mobile educational theories.

29. Invisible Structures

On that same note, why place a student in a box? If a student prefers to learn while traveling the world, then so be it. Breaking down the walls of education doesn’t simply mean creating online classrooms but encouraging students to meet in open spaces and learn outside the confines of the institution.  Teaching outside the classroom  should be a source of inspiration, not a strange phenomenon.

30. Economic Empowerment

Giving students the ability to control their economic status through teaching them skills and economic value systems around the world helps them become leaders and innovators but also helps them find a basis for earning an income in a fluctuating economy.

31. Vocational Training

Whether students are seeking a specialized higher education or a specific skill in order to further a career path, vocational training has become a more popular avenue and view of education in general. Often used by governments to train displaced workers, it can be a valuable source of study for anyone wanting to specialize in areas such as various types of medical technicians or even graphic arts.

32. Gamification

The concept of  gamification in learning is the addition of game-like mechanics to non-game ideas and practices. The word gamification was actually coined by an English programmer, Nick Pelling, in 2004. Adding gaming to education means simply enough that the user completes certain tasks for rewards just like in a video game.

33. Smart Capital

Smart capital involves placing funds exactly where they should be. Instead of handing funds over to an entire community or country based on need, the money flows into the hands of those that need it but will also use it effectively then share their ideas and funds with others so that we eliminate mediocre use or even no use of technology and funds.

34. Catalytic Role

Many foundations or organizations play a catalytic role in advancements in education such as the Bill & Melinda Gates Foundation. They help innovators change the dynamics of education by providing monetary and other resources as support through college-ready education and post-secondary success. The main idea is to strengthen the relationship between teacher and student so that the learning process progresses to the point at which students not only learn but apply what they learn.

35. Blended Learning

Blending learning  and technology gives students an advantage over others. It’s one thing to move along at one’s own pace. It’s another to learn at one’s own pace. Linking the two makes a difference worth noting. Teachers don’t have to be breathing over the neck of the student. Guiding the student is often quite enough.

36. Collective Education

The individual takes the back seat when it comes to the idea of collectivist education. Students learn in groups and more importantly with each other better and more effectively than alone. This doesn’t mean that we disregard the individual online learner, but it means that the online learner will learn better when exposed to a group of learners with similar interests who can offer insight and questioning into the process of learning any particular subject.

37. Personalized Education

Ironically enough, personalized education holds even more value than ever. The difference is that personalized education doesn’t mean there isn’t collective education. It just means that education is given importance to personalized needs and desires, that the individual should mean something within the collective forum.

38. Flexible Learning

With personalized education, the value of flexible learning needs to be addressed. Flexible learning offers students choices, convenience, and a personal approach to learning any given subject. Because we are individuals, learning and teaching should entail some form of flexibility within the realm of standardization.

39. Flipped Learning

As bluntly put as possible, a ‘ flipped classroom’  means turning learning on its head. Take the learning environment and flip it around so that students do the nitty-gritty of learning with their teachers or professors as opposed to studying for exams alone in a dark room with only a bright lamp to guide them. The fun part happens at home with a link to a short article or a video. The tough part happens in school where the teachers can help students fill in the blanks.

40. Classical Education

The classical education of any group of students rewind to a time lost to them if delivered in a lecture format. Students can experience the beauty of Shakespeare at any age because they see it like it was and is, in a theater, no matter how small or large. Students at Oxford, in an online class, or students at a small school experience classical education because it’s handed to them by teachers who deliver it in motion.

41. Free Post-Secondary Education

Countries all over the world offer free post-secondary education giving students in those countries an obvious advantage over other students who may or may not receive any education at all. Students might be able to pay for their education if they work while they’re putting themselves through school and if they’re lucky enough maybe they have a resource providing them with funds for their education, but free resources guarantee an education that adds value to whatever they want to become.

42. Religious Education

Religious education exists because communities and cultures give it an importance beyond knowledge. Linking them together with time and presence, students learn the nature of who their families and communities believe they are as well as how to deal with a changing world full of disappointments and violence.

43. Moral Education

Moral education  involves many religions and many insights into the way humans interact with one another. How we manage our way through difficulties is just as important as how we maneuver through technological advances, at least to our ancestors and their views of right and wrong.

44. Character Education

Within the realm of creating morality, there’s character standing right next to it. Character may even be a stronger element of education than morality. With students so quickly exposed to violence and sexism throughout the Internet, character development takes effort and awareness. At every level of education, students should be exposed to it and given a chance to exercise their understanding of it.

45. Readiness Testing

Readiness Testing points educators and students in the right direction according to the people who view it as necessary. It allows educational systems to decide whether students can perform various tasks at a particular level therefore giving everyone insight into where and how students should move forward.

46. Sharing Voices

In New Zealand, students are encouraged to use online tools in order to tell their own stories and have their voices heard throughout their own communities and their country. In fact, the Ministry of Education’s goal is to have students express themselves and take responsibility of their own learning.

47. Expeditionary Learning

Expeditionary learning  brings the learning out into the world expediting the need to learn more than what’s confined inside the classroom walls but even more so using the world to learn. Students feel engaged in learning while achieving goals and accomplishing character development when exposed to learning outside.

48. Self-Organized Learning Environments

According to Wikipedia, a “Self Organized Learning Environment is a program designed to support self-directed education. Sugata Mitra, an education scientist, first popularized the term in 1999, referencing an approach he developed following his Hole in the Wall experiments.”

49. Expeditionary Learning

Expeditionary learning brings the learning out into the world expediting the need to learn more than what’s confined inside the classroom walls but even more so using the world to learn. Students feel engaged in learning while achieving goals and accomplishing character development when exposed to learning outside.

50. Global View

According to renowned educator  Yong Zhoa , high-stakes testing creates more problems than provides answers and it doesn’t match success in the world today. Educating creative, entrepreneurial students should be the focus of education with what he calls world-class learners in his latest book. Zhoa believes there needs to be a paradigm shift in education that builds on students’ strengths and gives them a format where their talents flourish and take shape instead of education shaping them.

This post has been updated by TeachThought and republished from its original version by Lisa Chesser at   opencolleges.edu.au

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

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Contemporary education policies in Southeast Asia: common philosophical underpinnings and practices

• Published: 27 July 2016
• Volume 17 , pages 465–478, ( 2016 )

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• Molly N. N. Lee 1  

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This article examines the various education policies in Southeast Asian countries, highlighting the underlining philosophies and current practices in the region. The conceptual framework of the presentation includes key concepts such as access and equity, unity and identity, quality and relevance, efficiency and effectiveness. Each of these key concepts will be analysed using a framework consisting of key questions, guiding philosophies, policy options as well as issues and challenges. The article reviews policies relating to questions such as “who get access to what kinds of education?”, “how to widen access?”, “how to ensure success?”, “what kinds of education for a multicultural society?”, “how to promote national integration and social cohesion through education?”, “how to improve quality of education?”, “how to manage and administer the school delivery system?”. It draws examples from different countries in the SEA region to illustrate the issues and challenges in formulating and implementing contemporary education policies.

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Lee, M.N.N. Contemporary education policies in Southeast Asia: common philosophical underpinnings and practices. Asia Pacific Educ. Rev. 17 , 465–478 (2016). https://doi.org/10.1007/s12564-016-9443-8

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Gandhi's Educational Philosophy and its Relevance in the Current Education System

2019, Rajagiri Journal of Social Development

Mahatma Gandhi was a realistic educationist, experimentalist and idealist philosopher in his vision of the aims of education. In his educational experiments, he tried to transform his philosophy of life into achieving the realisation of the evolution and establishment of an ideal society in the country. He wanted to create a new society based on truth and non-violence. The scheme he recommended as basic education stands for a new courage and approach to education. Gandhi introduced a new and comprehensive way of education in an effort to improve the existing system. His suggestions are helpful to the contemporary Indian education system, and focus on the rapid growth and development of elementary education in the country with less burden on the government. The basic principles of the Gandhian educational scheme are significant in guiding the principles of the contemporary education system in India.

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In India & the world today, Gandhi's Philosophy contributes to various parts of life as well as is included in education, politics, socio-culture etc. The main purpose of the paper is to highlight Gandhi's philosophy which is correlated with the modern era of human society. Gandhi acted as spearheads of the educational renaissance in India. His philosophy was deep-rooted in idealism & spiritualism. His philosophy of education points out the total development of human life which is associated with the modern epoch of India as well as the world today. Gandhi's philosophy emphasizes the manual work & place for 'learning by doing', that is, including with craft work, community living & natural study as elements of curriculum. He set up independent educational institutions practicing their views. One started at Wardha. He is totally opposed to socialism like Marxism, he tries to put the structure of the society to be built upon moral principles, humanitarianism & equality. He was a versatile philosopher, believed in God, truth, love, Ahimsa, Brotherhood of man, true education & also focus on equal opportunity between male & female. Today, education is considered from the one side of all-around development as well as investment in productive capacity that should benefit the economical aspect of society. True education removes all obstacles and makes the society white in an open light. In a modern society which is reflected by the views of Gandhi's philosophy of education. It seems that Gandhi's philosophy holds relevancy due to this contemporary community.

CHAMAN LAL BANGA

Shadab Alam

The alternate schooling system is one of the hot topics amongst the contemporary educationalist to discuss. And the reason behind to discuss it, to solve out the some serious and chronic drawbacks of the current education system. As we know that, primarily the aims of education are of course to create rational citizens with scientific temperament, but also to prepare skilled individuals to achieve their personal and professional aspiration. But, in Indian education system, the latter phenomena are the dominant and established, and also a prominent reason to get into the education. And the former reason to get into education has been completely ignored. Education to create labor force is not a new in our society. Historically, British's had educated and trained to Indians as per their demand of the labor force. For instance, army personnel, translators, police, postmen, labor for railways and civil servants could be named as few of the classic examples of their educational " agenda ". Therefore, it is evident that they have formulated their educational policies as per their needs and demand of the work force. Thus, they did not educate us for our " enlightenment " or " reformation ". And after independence, due to multiple socioeconomic reasons, unfortunately we adopted their educational system without considering our socioeconomic aspirations, and ignored Gandhi's Nai Talim and his affection of the arts. Consequently, we could only produce great engineers and officers, but not good human beings. Here, am not saying Gandhi's Nai Talim and is the only tools or solution to prepare good humans with integrity and ethics. Rather, I would like to argue that Nai-Talim and his approach to education, hold certain characteristics which can be used as a tool to achieve the aims of education at first hand, and to achieve personal and professional aspiration at the second hand. Gandhiji's Nai Talim strongly believed that children learnt best by doing socially useful work in the lap of nature. He believed that education should not be confined within the four walls of classroom mugging up boring subjects away from their mother tongue. But, unfortunately, the current education system is largely confined to the four walls of the classroom, and consequently, it has created a rift between the society and the system. But, the above educational rift can be filled through the aspects and elements of the Nai Talim. Nai Talim and Gandhi's approach to education contains some crucial elements like field exposer and excursion by which students can learn about botany hundred times better than mugging-up a botanical knowledge through a botany book. We can understand this through these excerpts which has been taken an article by DR. Abhay Bang, My Magicla School. There were a lot of gardens and fields near our school which boasted a vast variety of plant life. The best part was that our teachers regularly took us for field visits and excursions. On these outing we would closely observe plants. Our first introduction to any plant was by its common

GAP BODHI TARUA GLOBAL JOURNAL OF HUMANITIES( ISSN –2581-5857)

Prologue: To the Reader I would like to say to the diligent reader of my writings and to others who are interested in them that I am not at all concerned with appearing to be consistent. In my search after Truth, I have discarded many ideas and learned many new things. Old as I am in age, I have no feeling that I have ceased to grow inwardly or that my growth will stop at the dissoluti9on of the flesh. What I am concerned with is my readiness to obey the call of Truth, my God, from moment to moment, and, therefore, when anybody finds any inconsistency between two writings of mine, if he has still faith in my sanity, he would do well to choose the latter of two on the same project.

Paper Published at International Journal of Creative Research Thoughts

Dr. Neena Dash

The investigator has tried to explore the educational philosophies of Mahatma Gandhi and Swami Vivekananda. The findings of the study are: The concept of education in the present context from 2018-2028 must be introduction of a national system of education on the basis of Indian educational and cultural heritage and national ideals. Real education has to draw out the best from the boys and girls to be educated and correspond to the surrounding circumstances. The aims of education in the present context from 2018-2028 should be physical development, mental development, development of character, observation of brahmacharya for concentration, vocational aim, development of personality, faith in one's own self, developing shradha, developing a spirit of renunciation, to promote universal brotherhood, self-realization can take place through self-control, character and abstinence, bread and butter aim, the cultural aim, the harmonious development of all powers, the moral or character development aim, and sociological aim. The methods of education in the present context from 2018-2028 should be meditation, concentration method, brahmacharya, yoga, discussion, contemplation method, imitation method, individual guidance, counselling, lecture method, activity method, learning through craft, learning by doing, principle of cooperative activity, planning, accuracy, initiative, and individual responsibility in learning and child-centered education. The subjects of Vedanta, religion, philosophy and theology are missing in school curriculum which needs to be revised from 2018-2028 in the present education system. The subjects like agriculture or spinning and weaving or cardboard, wood and metal work, mother tongue are not of much interest for young students in the country from 2018-2028. Thus, these subjects should be included in the curriculum in the present education system in the country along with other subjects like social studies (social environment, economic environment, governmental environment and physical environment), general science (nature-study, zoology, physiology, hygiene, physical culture, chemistry, and knowledge of stars), drawing and music. The roles of the teachers in the present context of education from 2018-2028 should be to awaken knowledge exists in the minds of the children, to encourage them, to inculcate self-confidence in them to excel in life, to contribute to the society in large. The teacher must have genius and illustrative talent. The teachers must be in the habit of thinking out from day-today what they have to teach. They must keep comprehensive records of their day to day educational procedures so as to utilize these in correlated teaching. Time table must be restructured according to the convenience of teachers to plan and teach as per the interests of the child in the present context of education from 2018-2028. The teacher should have the freedom to follow his own plan of dealing with the different items of the curriculum. All the teachers in a school must meet together to discuss the planning of work on the correlational technique. The exchange of ideas will not only facilitate planning but will also sustain interest in correlated teaching. Primary education must include the elementary principals of sanitation, hygiene, nutrition, doing their own work, helping parents at home etc. Physical exercise, domestic science for girls, social and civic training to children should be included in the subjects of teaching by teachers. Activity curriculum which should transform the schools into places of work, experimentation and discovery must be taken into consideration in the present system of education from 2018-2028.

muhammed salih

Education should be so revolutionized as to answer the wants of the poorest villager instead of answering those of imperial exploiter, said Mahatma Gandhi. What we follow today are mere peripheral means of education. Gandhi blame our educational system quoting, our universities are factories of making clerks. Literacy of Kerala has reached in to more than 90 percentage. Particularly Kollam district has a high literacy rate than the average which is an advantage. However according to the information made available by the government home aged, Kollam, There has been a 69 percent of increase in the number residents of old-age home over the past four years. In addition to this, a recent study shows that Kerala among all the states has the maximum number of old age homes. Even though we are high in literacy rate, our educational system has to be put on the discussion table for scrutiny. Our educational policies are concerned about IQ [intellectual quotient]. We give priority for intellectual quotient and leave behind the emotional quotient.Gandi expressed his idea of education through Tolstoy farm which he teaches the student to be a social being experimenting the education with social activities.so it is valueless to earn masters and doctoral research certificates when emotional quotient is out of running. As Mahatma Gandhi quoted " literacy in itself is no education ". Now, the time is overwhelmed to rethink our educational system.

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The Philippine educational System

Aug 07, 2014

1.79k likes | 4.23k Views

The Philippine educational System. HISTORY. Education From Ancient Early Filipinos

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• executive development advisory council
• educational technique
• universal kindergarten education kindergarten
• philippines
• araling panlipunan

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HISTORY • Education From Ancient Early Filipinos - Children were provided more vocational training but less academics in their houses by their parents and in the houses of their tribal tutors. They were using a unique system of writing known as the baybayin. • Spanish Period - During the early Spanish period most education was carried out by the religious orders. The schools focused on the Christian Doctrines.

First Republic -The schools maintained by Spain for more than three centuries were closed for a short period but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic.

American Period -Building on the education system created in 1863, an improved public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William McKinley. -Education during this time also emphasized nationalism, vocational education and good manners and discipline.

After World War II -In 1947, by the virtue of Executive Order No. 94, the Department of Instruction was changed to the Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. • Marcos Era -In 1972, the Department of Education became the Department of Education and Culture by the virtue of Proclamation 1081 which was signed by President Ferdinand Marcos.

Fifth Republic -On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines. -In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of Education, Culture and Sports. The structure of DECS as embodied in the order remained practically unchanged until 1994.

Implementation Of The K-12 Program - The implementation of the K-12 program is "phased". The first phase of the implementation will start on SY 2012-2013. During this school year, universal kindergarten will be finally offered, and will now be a part of the compulsory education system; and a new curriculum for Grade 1 and Grade 7 students would be introduced. By SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade 12/Year 6 by SY 2017-2018; with the phased implementation of the new curriculum finished by the SY 2017-2018. Students in 2nd year to 4th year high school this SY 2012-2013 are not included in the program. It is only applicable to students from Kinder to 1st year high school which is now called Grade 7.

EDUCATION SYSTEM Three Modes On Delivery Of Instructions: • Normal Education • Alternative Learning System • Alternative Delivery Mode

COMPULSORY EDUCATION(Pattern of Education) • Elementary School - Elementary school, sometimes called primary school or grade school (Filipino: paaralang elementarya;mababang paaralan), is the first part of the educational system, and it includes the first six years of compulsory education (grades 1-6). These grades are further grouped (informally) accordingly into: primary level, which includes the first three grades (grades 1-3), and intermediate level, which includes the last three grades (grades 4-6). The elementary school education covers a smaller but wider than the junior and senior high school because of the spiral approach educational technique.

Secondary School - Secondary school in the Philippines, more commonly known as "high school" (Filipino: paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely based on the American schooling system as it was until the advent of the comprehensive high schools in the US in the middle of last century. The Philippine high school system has not moved much from where it was when the Philippines achieved independence from the US in 1946. It still consists of only four levels with each level partially compartmentalized, focusing on a particular theme or content.

Tertiary Education -Tertiary education in the Philippines is increasingly less cosmopolitan. From a height of 5,284 foreign of students in 1995–1996 the number steadily declined to 2,323 in 2000–2001, the last year CHED published numbers on its website. Technical and Vocational Education -Technical and vocational education is offered to enhance students' practical skills at institutions usually accredited and approved by TESDA. 

Government Sector The government has 3 main branches that manage education system in the Philippines; these are the: • Department of Education (DepEd) • Commission on higher Education (CHED) • Technical Education and Skills Development Authority (TESDA).

The K to 12 Program The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

A.   Salient Features 1. Universal Kindergarten Education Kindergarten has now been integrated into the basic education system to ensure that all grade 1 students are ready for academic learning. Universal kindergarten started in SY 2011–2012 with a budget of P2.3 billion and was made mandatory starting SY 2012–2013 through the signing of Republic Act No. 10157 entitled “An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Therefor” on January 20, 2012.

2. Mother Tongue-Based Multilingual Education. The mother tongue will be the medium of instruction from kindergarten to grade 3. This includes the following: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. Medium of instruction will be English and Filipino starting grade 4.

3. Core Academic Areas. The core academic areas include Math; Filipino; English; Araling Panlipunan; Edukasyon sa Pagpapakatao; and Music, Arts, Physical Education, and Health (MAPEH). These are based on the College Readiness Standardsof the Commission on Higher Education and are equivalent to the courses offered under the General Education Curriculum of Higher Education Institutions.

Science will be taught in grade 3, but its concepts will be integrated in other subjects like Health (under MAPEH), Math, and Languages in grades 1 and 2. EdukasyongPangtahanan at Pangkabuhayan will be taught starting in grade 4. Technology and Livelihood Education and technical–vocational specializations, consistent with the Technical Education and Skills Development Authority training regulations, will start in grade 7.

4. Specializations. The additional two years (grades 11 and 12) or SHS will allow students to choose among academic, technical–vocational, or sports and arts tracks depending on their interest, the community needs, and the results of their skills assessment. The SHS will allow mastery of core competencies for lifelong learning and preparedness for work, higher education, middle-level skills development, or entrepreneurship.

B.   Implementation and Transition Management Program implementation will be in phases starting this June for SY 2012–2013. Grade 1 entrants in SY 2012–2013 will be the first batch to fully undergo the program, and incoming first-year high school students (or grade 7) in SY 2012–2013 will be the first to undergo the junior high school curriculum. To prepare teachers for the new curriculum, a nationwide summer training program for about 140,000 grades 1 and 7 public school teachers will be held in May. The Department of Education (DepEd) is also working with various private school associations to cover teachers in private schools. To facilitate the transition from the existing ten-year basic education to 12 years, the DepEd will also implement the SHS Readiness Assessment and K to 12 Modeling.

C.   Social Benefits of the Program The perceived benefits of the program include: i) placing the Philippine education system at par with international standards, following the Washington Accord and the Bologna Accord; and ii) contributing to the development of a better educated society capable of pursuing productive employment, entrepreneurship, or higher education disciplines.

D.   Ensuring Sustainability of the Program Enhancing the basic education curriculum and increasing the number of years for basic education was adopted as a Common Legislative Agenda during the February 28, 2011 Legislative–Executive Development Advisory Council (LEDAC) meeting. The administration-supported bills that aim to increase the number of years for basic education are Senate Bill 2713 (Recto), House Bill (HB) 4219 (Belmonte), and HB 4199 (Escudero). These bills are pending at the Committee Level.

ISSUES • Budget • * kuwang ang budget nga gihatag sa government then probably korakoton pa jd so mao nang na.ay mga issues. • E.g: • Sub-standard textbooks, overworked and under paid teachers, contractualization of teachers and mediocer classrooms.

Eurocentric *sunod-sunod rata sa mga taga gawas.. Wla jud ka.ayo mga laking pinoy. Mas importante and IMPORTED kay sa LOCAL E.g: colonial histography

Fly-by-night educational institutions. By any measure, the proliferation of fly-by-night educational institutions is counter-productive. In the long run, it produces a pool of half-baked, unprepared, and incompetent graduates. Alarmingly, the country is having an over-supply already. Some would even consider them as liabilities than assets. This case is true for both undergraduate and graduate studies. 

Culturally and gender insensitive educational system. Women, the common tao and the indigenous people are almost historically excluded from the Philippine historiography in favor of the men, heroes from Luzon and the power elite. Women are marginalized and trivialized even in language of education. Take the case of the terms female lawyer (as if lawyer as a profession is exclusive only to men) and manpower (which should have been human resources or human capital to be more politically correct).

State abandonment of education. In the name of imperialist globalization, the state—in an incremental fashion—is abandoning its role to subsidize public education particularly in the tertiary level. This comes in the form of matriculation, laboratory and miscellaneous fee increases in order to force state colleges and universities (SCUs) to generate their own sources of fund. Ironically, the bulk of the budget (in fact, more than one-third in the case of 2005 National Budget) goes to debt servicing.

Sub-standard textbooks. Some textbooks which are already circulation are both poorly written and haphazardly edited. Take the case of the Asya: Noon at Ngayon with an identified total number of more than 400 historical errors. Unfortunately, it is just one of the many other similar atrociously written textbooks which are yet to be identified and exposed. This is a classic case of profit-centeredness without regard to social accountability.

Widespread contractualization. In the name of profit, owners and administrators of several private schools commonly practice contractualization among their faculty members. Contractual employees unlike their regular/tenured counterparts are not entitled to fringe benefits which consequently reduces the over-all cost of their business operation. Job insecurity demeans the ranks of the faculty members.

Undue disregard for specialization. Some colleges and universities encourage their faculty pool to be generalists (under the guise of multidisciplinary approach to learning) in order to be able to handle various subjects all at once. But some faculty members have turned out to be objects of mockery and have lost their self-esteem since some of them were pushed to handle Technical Writing, General Psychology, Filipino, and Algebra at the same time. This is prevalent among some franchised academic institutions even if the subjects are already off-tangent their area of interest and specialization.

Copy-pasting culture. Over-dependence to the cyberspace has dramatically reduced the capability of students (even teachers) to undertake research. ‘Copy-pasting’ has even turned into a norm among some students whenever they are tasked to submit a research paper or even a film review. Needless to say, plagiarism has already transformed into a more sophisticated form in the context of today’s electronic age.

Mcdonaldized education. The system, methodology, and even content of education in the Philippines are mere haphazard transplantation from the West. It is therefore Eurocentric, culturally insensitive, and non-reflective of the local milieu. This is based on the xenocentric (foreign-centered) premise that other culture or system is far more superior than one’s own.

The problem of non-sustainability and non-continuity. Teachers, administrators and publishers are all left in limbo whenever the DepEd would come up with another totally different directive from what it used to have in a rather very sudden interval. Take the case of the grading system, timeframe allotted to various subjects, MAKABAYAN program, readiness test, and learning competencies (LC). 

Poor regard for liberal art/education. Liberal education is intended to form a holistic individual equipped with communication, critical thinking, mathematical, creative, inter-personal and intra-personal skills. This explains why we also have Philosophy, Languages, Humanities, Natural Science, Social Science, Physical Education and even Theology in our college curriculum, and not only our major subjects. The curriculum is specifically designed to produce a total person, and not only a technical specialist. Unfortunately, the desired objective is not being met at all since liberal education is regarded only as a set of minor subjects.

* Continuation of Poor Regard For Liberal Art/Education With the way these subjects are being handled (taking into account both content and methodology), students view the entire exercise as an unnecessary duplication of what they have already covered in high school. Equally alarming is the lack of enthusiasm and motivation exhibited by some professors to handle the subject especially if they believe that it has nothing to do with the course or area of specialization of their students (say, Art Appreciation for Accounting majors or Algebra for Creative Writing majors). 

Education a purveyor of myth. Education has been very effective in mainstreaming and perpetuating the social myths in a subtle and indirect manner. Some of these myths are the perceived superiority of white, educated men, ‘official’ history as advanced by the western point of view, globalization as the only way to achieve economic development, and stereotypes against the minoritized and the disenfranchised. 

Further marginalization of the undersubscribed courses. In the name of profit and as a response to the dictates of the market forces, colleges and universities prefer to offer more courses in line with the health sciences like nursing, medical transcription, and care-giving. This is done at the expense of the already undersubscribed yet relevant courses like Area Studies, Pilipinolohiya (Philippine Studies), Development Studies, Philippine Arts, Art Studies, Community Development, Social Work, Islamic Studies, Clothing Technology, and Ceramics Engineering.

Monolithic education. Some educators in the name of conservatism and for the sake of convenience, prefer the old-style teaching paradigm where they view themselves as the fountain of knowledge and their students as nothing but empty vessels to be filled up (banking method of education). Modern education has ushered in learner-centered approach to education (from being the sage in the stage to just a guide on the side). 

Atrociously boring teachers. As I always underscore, there are no boring subjects, only boring teachers. But at least we should recognize them because they still serve a purpose. They serve as bad examples. 

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